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Amity Noltemeyer Claire Kunesh Erin Harper Darrel R. Davis 《Psychology in the schools》2021,58(1):89-106
Research in the United States suggests that teachers view Black students' misbehavior as more likely to reoccur, but such research has not disentangled the effect of race from related factors. We used conjoint analysis to experimentally test the effect of multiple student characteristics on the chances of being referred for a behavior intervention program. Although preservice teacher participants were not more likely to refer Black students, they were more likely to refer students who had lower grades, lived in poverty, lived with a single mother, and had been retained. We interpret these results and highlight directions for future research and practice. 相似文献
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Abstract This study aimed to assess changes in bowling technique and lumbar load over the course of a bowling spell in adolescent fast bowlers, and to investigate the relationship between lumbar loads during fast bowling and kinematic factors which have previously been associated with low back injury. Three-dimensional motion analysis was carried out on forty participants who performed an 8-over bowling spell. There were no significant changes in bowling technique or lumbar loads over the course of the spell. Bowling with a more extended front knee, faster ball release speed and increased shoulder counter-rotation were related to increased lumbo-pelvic loading – in particular peak transverse plane rotation moments and anterior-posterior shear forces. These lumbar loads may be a factor in low back injury aetiology and future studies should investigate the relationship between lumbar loading, injury incidence and other risk factors. 相似文献
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Leo Ng Angus Burnett Amity Campbell Peter O'Sullivan 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):255-259
The aim of the study was to determine the accuracy and variability of an electromagnetic device in measuring spinal kinematics on a traditional and replica rowing ergometer. Kinematic data collected from the 3-Space FastrakTM system using a Standard Concept II ergometer were compared with a replica ergometer that was in part, composed of non-ferrous materials (modified ergometer). The Fastrak's sensors were fixed to a wooden “spine” with known angles (as measured by an inclinometer). The mean inclinometer angle from four sensors (1 ± 0.2°) was significantly different than the mean angle recorded on the standard ergometer ( ? 5.4 ± 3.4°) (p = 0.007) whilst the angles recorded on the modified ergometer (1.4 ± 0.8°) were statistically equivalent to the inclinometer recordings (p = 0.660). These results indicate that the presence of ferrous material in a standard ergometer reduced the accuracy and increased the variability of data collected with the electromagnetic device. However, information collected on largely non-ferrous ergometers can provide coaches, biomechanists and clinicians with a quick and effective way to measure trunk kinematics during ergometer rowing. 相似文献
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The last several years have seen a dramatic increase in interest surrounding the role of clinical experiences in enhancing the learning of teacher candidates. Further, pressure has intensified to demonstrate the impact of teacher candidates on P–12 learners. With these goals in mind, a model alternative school/university partnership was created, based on Korthagen's “Realistic Teacher Education” framework. This article is an evaluation of the impact of this intervention on student outcomes from the program's first three years. A convergence of evidence reveals significant improvements in grade point average and credits earned; furthermore, significant improvements in total disciplinary incidents emerged in some of the analyses. These results suggest that this teacher education intervention has promise for documenting impact on P–12 learners. This outcome is significant for accreditation purposes, for bolstering the image of teacher education programs within the broader community, and for establishing a common research agenda. 相似文献
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Anthony G. James Amity Noltemeyer Rachel Ritchie Katelyn Palmer Miami University 《Psychology in the schools》2019,56(9):1512-1521
Positive behavioral interventions and support (PBIS) is a multitiered framework for behavioral support that is being increasingly implemented in schools. Although research has linked PBIS to improved student outcomes, less research is longitudinal and considers both academic and behavioral outcomes. This study examined the relationships between changes in school‐wide (i.e., Tier I) PBIS implementation level and changes in disciplinary and achievement outcomes over a 2‐year period. Participants included 85 Ohio schools with data on PBIS implementation fidelity (from the tiered fidelity inventory, or TFI), out‐of‐school suspensions (OSSs), and statewide achievement tests for the 2015–2016 and 2016–2017 school years. Linear regressions were conducted to examine the degree to which changes in TFI Tier I scores predicted changes in OSS and achievement scores when controlling for school‐level demographic variables that also were related to the outcome variables. Changes in TFI Tier I scores was found to significantly predict changes in OSS per 100 students but not changes in achievement scores. 相似文献
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Mariah Ritz Amity Noltemeyer Darrel Davis Jennifer Green 《Psychology in the schools》2014,51(2):181-197
This mixed methods study examined behavior management strategies used by preschool teachers to address student noncompliance in the classroom. Specifically, the study aimed to (1) examine the methods that preschool teachers are currently using to respond to noncompliant behavior in their classrooms, (2) measure the frequency with which each strategy is used or attempted, and (3) examine the reasons that teachers have chosen to use particular strategies. Observations and teacher interviews were conducted in five classrooms across two preschools located in a Midwest state. Results revealed that teachers use a variety of strategies to address noncompliance, many of which were also preventative in nature and designed to increase students’ self‐regulation. In addition, behavior management techniques that are currently recommended by research (e.g., guided compliance and proximity praise) were generally practiced by teachers in the participating schools. However, students were reinforced for appropriate behavior following noncompliance less than one‐third of the time. These results suggest that teachers are using a broad range of recommended strategies, but the results also serve as a reminder of the importance of providing positive reinforcement for appropriate behavior following an episode of noncompliance. Additional implications for school practitioners and future research are provided. 相似文献
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Thomas JR Alderson JA Thomas KT Campbell AC Elliott BC 《Research quarterly for exercise and sport》2010,81(4):432-441
In a review of 46 meta-analyses of gender differences, overhand throwing had the largest gender difference favoring boys (ES > 3.0). Expectations for gender-specific performances may be less pronounced in female Australian Aborigines, because historical accounts state they threw for defense and hunting. Overhand throwing velocities and kinematics were recorded in 30 female and male Aboriginal Australian children 6-10 years old. Results indicated the Aboriginal girls and boys were more similar in horizontal ball velocities than U.S. girls and boys. Throwing kinematics between girls and boys were also more similar in Australian Aborigines than U.S. children. Aboriginal girls threw with greater velocities than U.S., German, Japanese, and Thai girls, while the boys were similar across cultures. 相似文献
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